Learning Strategies

ATM – Students will be doing ATM lessons throughout the four years of the training. The core lessons will bedrawn from professional trainings and classes that Dr. Feldenkrais taught. New lessons created by the faculty will also be taught.

FI – Hands-on practice will be introduced from the beginning of the program. Trainees will become aware of issues of quality and clarity of touch, pressure and movement, not only as they touch and are touched by their peers, but also through verbal and non-verbal guidance from training staff.

Over the course of the training, the process for giving and shaping an FI will be expanded, as trainees learn how particular movements and variations familiar through ATM allow for the development of themes, how particular strategies and principles from ATM translate into FIs, and how the use of the self, learned in part through ATM and receiving FIs, is relevant to giving FI lessons. As trainees get ready to work with outsiders, attention will be paid not only to making transitions in completing the lesson, but also to making initial contact with others and using verbal and non-verbal cues for formulating a lesson. In addition to learning from their own experiences receiving and giving FIs, trainees will receive feedback from one another (as recipients, collaborators, and observers of FI) and from supervisory staff.

A minimum of 12 FI lessons shall be offered to trainees as part of their training. Three FI lessons per year are included in the tuition. The lessons shall be given by trainers, assistant trainers or other practitioners and teachers under the direction of the Educational Director. Trainees also may arrange for additional lessons. They are encouraged to observe lessons given to students during non-class hours. Demonstration FI lessons given in class and explicated by the trainer will further students’ understanding of FI. Videos of Moshe Feldenkrais giving FI’s to diverse students will be shown throughout the training and will be part of group discussions.

Student Evaluation

Trainees will have the opportunity to meet with Mary Spire, the Educational Director and/or other training staff from the program to receive feedback about their process and progress in the training. The trainee will also participate in a written self-evaluation process utilizing either the current Certified Practitioner Competency Profile FGNA or parts of the IFF Competency Profile for ATM and FI at the end of each training year. In addition, there will be many less formal interactions for the exchange of feedback on the training experience and encouragement of your progress as well as attention to many professional aspects of setting up your own practice.

Graduation

In order to graduate from the Optimal Moves® Feldenkrais Teacher Training Program, the trainee will: participate in the training program; meet attendance guidelines; participate in self and course evaluation processes; adhere to all training policies; comply with proper usage of the service marks; teach a minimum of two ATM’s under supervision; give a minimum of two FI’s under supervision; and meet all financial obligations. The Educational Director reserves the right to ask any student to receive further training before being considered for graduation.

Missed Time and Make up

Trainees may miss no more than five days in any year and no more than ten days during the whole course of the training program. In the event that a trainee is absent for more than 10 days, the trainee will have to make-up these days in a format that is to be decided by Mary Spire, the Educational Director.

Late Enrollment

If space is available, you may be allowed to join the program late. Late enrollees must make up their missed time with the assistance of Mary Spire, the Educational Director.

Mary Spire

Professional Feldenkrais Method practitioner serving San Francisco, Berkeley, San Rafael and other cities within Northern California.